Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings

Autor/inn/en	Denham, Susanne A.; Basset, Hideko H.; Zinsser, Katherine
Titel	Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings
Quelle	In: Journal of Applied Research on Children, 3 (2012) 2, Artikel 3 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	School Readiness; Emotional Development; Social Development; Evaluation Methods; Computer Assisted Testing; Early Childhood Education; Student Evaluation; Self Control; Interpersonal Competence; Student Adjustment; Affective Behavior; Decision Making; Problem Solving + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Gefühlsbildung; Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulnote; Studentische Bewertung; Selbstbeherrschung; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Affective disturbance; Active behaviour; Affektive Störung; Decision-making; Entscheidungsfindung; Problemlösen
Abstract	The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child's abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children's skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01